Using the 3 light Lowell kit
configure 3 dramatic lighting effects working in teams of 3 in the video
studio.Record: 30 seconds of each
effect, harsh, soft and silhouette to tape rotating team members from shoot
to light to talent positions.Tape
will be completed within a week of being assigned and graded with the
performance checklist included.

Learning Center

Video studio/classroom

Number/ Name

Dublin Coffman

Date

Strategies for Related Class and/or Laboratory
(Activities, Rotation)

1)

Live in studio Demonstration with
results seen by class on video monitor

3)

Tape recorded samples of their work
for critiquing after completion

2)

Individual research -each student
will have hands on time, unique approaches

4)

Teamwork as each of the 3 member
teams rotate through the assignment

Competency Builders/Pupil Performance
Objectives

Using a simple light kit to achieve
dramatic lighting effects and enhance the student ability to control light in
a video production setting.The three
extremes assigned require that the student understand the basics of
diffusion, distance position and wattage in creating these light effects
commonly seen in standard video productions.This technique is the basic of most all lighting and will lead to the
incorporation of natural light and stage lights.

Integrating Academic Competencies

Commun-

ications

1.0.4:Determine solutions to problems (working in
teams of 3 to set the lights)

1.0.6:Make
predictions about information (knowing what lights and setting will result in
desired effect)

3.0.3:Communicate
appropriately with coworkers, (as team they will work together to shoot 3
sets of examples, each serving as the talent for the other)

Math

2.6.1:Convert, compare, and compute with common
units of measurement within and/or across measurement systems (using the
wattage and comparisons to find a light setting that achieves the desired
effect)

5.6.3:Recognize, classify, and use properties of
lines and angles (the patter of light is a angular and linear function)

3.6.6:Use
problem-solving techniques (this entire project is a matter of reducing one
factor or increasing another

Science

Basic principles of how both magnetic
tape and camera lenses perceive light to create images.

Safety

12.Prevent damage
to tools, equipment, building facilities, etc. (all the equipment and lab
setting must be returned in same condition it was originally)

13.Prevent bodily
injury from the lifting and moving of objects, and from falls. (Always applies
when moving video production gear)

Textbook, field cameras, tripods,
power supplies and 3 light Lowell kit with screens, gels and extension
cords.A video monitor will be
available in the room for previewing the shots.

Evaluation/Performance Assessment

3. Instructor observation

6. Completed project to tape as
specified

2. Discussion during critique

8. Instructor lab supervision
evaluation

Assignment will be written on the board and available on
line.

After determining the shoot setting, set camera and tripod,
start tape with bars/black, record a full: 30 of each light effect with talent
sitting quietly and floor director team member watching for any hazards to team
members and others.Use extreme caution
in moving/handling hot lights, wait till cool or use gloves in light kit.Each team members segment on tape is
separated by a full: 30 of bars/black. The cameras and lights are to be
returned to their cases in the condition they were found.Once all the student have rotated through
the position label the tape in the order it was shot and turn in to instructor.

After seeing an in class demonstration and reading chapter 8.1
“Lighting in the Studio “ from the Television production textbook the student
will recreate the lighting samples seen in photos 8.2, for the harsh key only
light and in 8.15 an extreme silhouette (no facial features visible) and 8.4
for the soft even light.

The class will begin with a demonstration of each of these
techniques using the same light kit given the students.Using a mannequin with a wig as the on
‘talent’ to avoid any uncomfortable feelings in the discussion of the light
effects on facial features. During the class demo the following will be
reviewed:

Student will be asked to take notes during the demo the
triangle light technique will be sketched on the board as well as referenced
from the book images

1)The
harsh effect is easily achieved with one light at an extreme side angle

2)Room
lights will detract from the effect

3)One
harsh light is usually unflattering

a.Used
to create an eerie effect

b.Often
adds a sinister tone to the image

c.Used
to give an ‘urban’ in the headlights look to the individual being lit

4)The
3 light triangle method is the standard for even average lighting

a.Comes
form photography principles

b.Explanation
of, key back and fill light and their positions

c.By
either moving a greater distance away or adding diffusion to soften the key light
affect from the previous sample

d.Checking
the wattage of the lights can help you choose placement

e.Showing
the difficulty of eyeglasses in this setting and some tips for avoiding glare

f.Stressing the importance of lamp height
to achieve desirable effects

g.Allowing
for natural light effects

5)Using
the news set as the light backdrop to create a facial silhouette

a.How
a back light can achieve a hairline light effect

b.Light
the background with just one light to show the unevenness of this approach